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What's a Wiki? Socially-constructed websitesCreated 1995, 'wiki-wiki', a Hawaiian phrase meaning 'quick' Participatory, engaging learning communitiesCollaborative production of multimedia texts Going Mobile: Reframing Digital Discussions in Teacher Education Courses Wiki Building Methodology Findings: Purpose of Self-Study Data Activity: You design a wikiStep 1--Brainstorm (sticky notes) the major content groups of a course you are teachingStep 2--Flow Chart (3-D)--How will you organize your "text-structure" in the wikiStep 3--Opening Page "Mock-Up"--place your stickies in a template Our Wiki History 4 Years, 17 Wikis, 239 ParticipantsIndividually read, annotated and began axial coding each wiki (in roughly chronological order)Used OneNote for screen-captures, text excerpts, annotations and axial codes (ended with two columns--data from wiki in left annotations, axial codes in right)Wrote narratives during logical stopping points in individual analysis--Added as a page in OneNote "tab" or in right columnMet after individual analysis of 4 wikis to begin generation of some shared coding conventions (and couldn't resist discussion of themes/categories)Returned to coding Met a second time to resolved differences and begin generation of categories and themesReturned to individual codingFinally, met to analyze coding, and discuss categories and themesNote: meanwhile--life continued--we talked about our current wikis and how our research was affecting our current practice (emails and face-to-face discussions "...learners now have a much richer and more complex set of communicative tools" (Sharpe, Beetham & deFreitas, 2010) Activity:What does it mean to be Socially- Constructed? During an initial review process, we formulated questions that guided our study. How can we improve our use of wikis to:

(1) model the use of this digital resource in K-12 education in teacher education courses, (2) foster rich conversations about literature and/or professional readings and field experiences, and(3) build and manage asynchronous digital work spaces for group projects? Systematic analysis of our previous and current wikis to help develop guidelines for our ongoing wiki work and to provide critical feedback on our current practices. Coding:CONT: JxxxPxxx's first entry: sets tone for high quality responses. Others encourage and follow.ST: 201 words. 7 sentences.CONT: Text to Self. Strong connection to theme: escapism.

Length of Thread:Entry: EscapismResponses: 3 longResponses to responses: 2 long

ST: Didn't separate by threads. Just kept in order entries were written. Some responded to JxxxPxxx. Some responded to Jxxx's thread: Rick's reading in the library.

CONT: Jxxx: agrees but adds. Other choices for teens: courage, persistence, the attitude of not just letting life happen to youCONT: instead of response, JxxxPxxx calls it feedback. Text to self. Text to world.

ST: who is writing what is not even an issue with this team. Very clear by color fonts, highlighting, and paragraph breaks. Coding:Student PostCONT: c/p quote. Makes comments.CONT: opinion. From quoteCOMM: asks for thoughtsLee:INST: clarification. Further reference. Rich Conversations: Using a Light TouchModeling Exemplary Responses Collaborative Projects--still a work in progressStructure of the WikiClean, uncluttered pages. Text structureA clear, single purpose. Posting rubrics in the wiki Thank you so much for this feedback! Sometimes professors grade me and not explain how I can improve my efforts. You have given me a direction to follow, and I will definitely take your advise.(sic) Thank you again for the feedback. "This class has been a real eye opener for me. It is my first class toward the MA in Literacy and I know I will carry these technology ideas with me as I proceed. I am glad it has been my first class because I think it will really help me to embrace the internet as I go foreword with locating information in other classes. I had some anxiety about taking an on-line class, but like the format, it has been easy to understand what the assignments are and your expectation for them. Comparatively, I started another course with an online site, but I am struggling with the format. Locating applicable course information and putting it together has made me appreciate your site so much more. In the other class, the information is in so many locations and it is not via hyperlinks, it is new documents, postings, etc. It seems that there is just enough difference in the descriptions at each location that it is confusing. I only tell you as a suggestion to keep in mind that the fewer the locations to access information is better..." Part 2--Canyonlands--Chapters 4-7

[JxxxPxxx] Escapism, our own little happy place, we all have one, mine is relaxing to music or getting lost in a good book. Earlier in the book, Rick is escaping the hassles of the real world by taking “reading trips” in the library of the facility. In chapter 5, his form of escapism is flying or hovering above the earth’s surface, which he used to do when he was younger. I remember that when I was little I used to daydream about being able to jump really high (about 100 yards) and look down at the ground at what was going on. I’m not quite sure why I did it, but because of my past I can guess that it had to do with either escaping what was going on in my life, seeing things from a different perspective, or just to enjoy the freedom of the open sky the way birds do. Unfortunately I wasn’t able to fly; I was only able to defy gravity for a short time before drifting back down to the ground. I haven’t read this book before, but I’m starting to speculate that Rick’s escapism of flying is what the book’s cover art is all about.

{JxxxRxxx} I liked the connection to Rick's reading and how Lon said he delved into reading as a stranded youth too. I wonder if students would pick up on the value of reading for escape, pleasure and knowledge that both Rick and Lon discovered. I never had flying dreams, just falling dreams, which I hated. I like the idea that this remote place is giving him some quiet and space to discover himself. I think that would appeal to teens in this busy, connected world.

(FxxxCxxx) Escapism, I like that beginning comment Jxxx and yes I agree that we all have our own, mine is in the early wee hours of the morning before my kids wake and I lose myself in a cup of tea while I journal whatever pours forth onto the page. I call them my sanity pages. Rick is on a journey of self-discovery for sure, he finally has the vast open space to hear the silence, experience the walls at a distance, not up close like the detention center, foster home, school, etc... One of the things I have enjoyed experiencing and learning is that being "lost" is a great powerful place to be-for me it has opened doors I never would have thought to open. Rick's fun truck ride has taken him to a place where he is at first lost, yet it is in this "lost space" that he might actually find himself. The grade (7/8) and age of students I will be working with this year are truly on that vision quest of who am I, in school, at home, in society, etc... how do I identify myself in the great mix that surrounds me and how do I navigate- Rick is having to make choices quickly, hide, don't hide, tell the truth, or lie, am I safe or not safe, and so much more, great metaphors for myself and potential students.

(Cxxx Pxxx) Jxxx brings up a critical component to a balanced life. Being able to put the worries of everyday life behind you and have a place you can be yourself and relax. For me I have many outlets, playing video games, reading a good book, playing sports, or hanging out with my family. I think that people who don't have an escape are really at a disadvantage in everyday life. If Rick did not have his tiny escape of his dreams he probably would be more like his inmates at Blue Canyon instead of the boy with the golden heart. What I found cool about this book is that even though the book is for teens I have found myself very intrigued. The part that I can think of is when the Hanksville duo comes into camp and Rick is hidden away and listening in on the conversation. I want to know more about these two men. In this section of the book another character named Lon is introduced, I haven't quite figured him out but I am also interested how it all turns out. Lee Ann Tysseling & Meleah McCulleyBoise State UniversityLiteracy Research Association, Annual Meeting 2012 Ideas for our self-study formed during informal conversations about our work with wikis. As we celebrated our technological successes, we also struggled with both faculty and student resistance. We knew that we had successfully used this somewhat controversial social networking tool for positive student growth, yet our ideas were fuzzy, unfocused, and scattered across the Internet.